Law enforcement officers, due to the nature of their training and work, use several of Gardner’s styles. Training academies require academic, physical fitness, and firearms qualifications. These skills require linguistic, spatial, bodily-kinesthetic, interpersonal and intrapersonal skills. At the training academy level, less emphasis is given to logical-mathematical skills, and no emphasis to musical, and naturalist learning styles.In the field, daily community contacts require officers to hone linguistic, bodily-kinesthetic and interpersonal skills. Complex investigations require the development and use of logical-mathematical skills.Concepts involving ethics focus on linguistic and logical-mathematical functions, requiring the application of reason towards determining right from wrong. Arguably then, police training and field experience is strong in the ethics-oriented area of linguistics but less so regarding logical-mathematical functions.Reference(1) Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic. Retrieved August 22, 2002, from www.thomasarmstrong.com/multiple_intelligences.htm-----------------------------------------------------------------------------------------------------------------------------Collaborative / Facilitative Learning TheoryEthics teachers often use a collaborative or facilitating style of instruction. The joint-inquiry method of learning removes the instructor from the prophetic role of seer and master of all ethical knowledge and works to inspire students towards discovering their own paths towards ethical conduct. (1)For some instructors, the collaborative approach attempts to accomplish three educational goals:

According to Daniel Callahan and Sissell Bok (1980), ethics instructors must be careful to guard against using a "telling" approach. In their book, Ethics Teaching in Higher Education, (2) they state:No teacher of ethics can assume that he or she has such a solid grasp on the nature of morality as to pretend to know what finally counts as good moral conduct....It is the time and place to teach them [students] intellectual independence, and to instill in them a spiritof critical inquiry. (ibid.)In The Managing of Police Organizations, (1996), Whisenand and Ferguson (3) say, Moralizing about ethics is not very effective in sustaining or changing attitudes and behavior. "No one likes to be "should" upon!" Traditional lectures on ethics should be scrapped and replaced by group discussions (ibid.).References(1) Jones, J. R., & Carlson, D. P. (2001). Reputable Conduct: Ethical Issues in Policing and Corrections, New Jersey: Prentice Hall, 47-48.(2) Bok, S. & Callahan, D. (ed.). (1980). Ethics Teaching in Higher Education, Cambridge, MA: Perseus, 71. http://www.addall.com/Browse/Detail/0306405229.html(3) Whisenand, P. M., & Ferguson, R. F. (1996). The Managing of Police Organizations, (4th ed.).Upper Saddle, New Jersey: Prentice Hall. 51.